Repertory Grid as a Means to Compare and Contrast Developmental Theorists

Abstract

This article reports on the use of a repertory grid as a tool for studying conceptual systems in line with Kelly's (1955) personal construct theory. Using 7-point construct continua, students rated the positions of major developmental theorists on various bipolar constructs (e.g., nature–nurture, continuity–discontinuity) representing salient developmental issues. The results of objective testing, combined with the findings from a brief survey of students' attitudes toward repertory grid assignments, indicated that a repertory grid is a useful pedagogical strategy in terms of organizing course content, encouraging students' conceptual understanding, and challenging students intellectually. Moreover, when conjoined with the opportunity for classroom discussion, this technique stimulates active participation in the learning process.